Paper Title :Effect of Reciprocal Peer Tutoring Blended with Couselling on Reading Comprehension in English Language among Students with Reading Disability in Nigeria
Author :Christy Ngozi Nwaoba
Article Citation :Christy Ngozi Nwaoba ,
(2018 ) " Effect of Reciprocal Peer Tutoring Blended with Couselling on Reading Comprehension in English Language among Students with Reading Disability in Nigeria " ,
International Journal of Management and Applied Science (IJMAS) ,
pp. 17-21,
Volume-4,Issue-11
Abstract : Non-equivalent pre-test, post-test control group design of quasi-experimental study involving one treatment and
one control group was employed to find out the effect of reciprocal peer tutoring blended with counselling (RPTC) on
reading comprehension in English language among students with reading disability. The treatment group was taught reading
comprehension in English Language using RPTC while the control group was taught using conventional method (CM). The
area of the study was Onitsha North Local Government Area of Anambra State, Nigeria. Forty eight (48) senior secondary 2
students with high incidence of reading disability drawn from two co-educational secondary schools in Onitsha North
constituted the sample size for the study. Purposive sampling technique was used to select both the sample schools and
students. Two research questions and two null hypotheses guided the study. The instrument used to collect data for the study
was titled test of reading comprehension (TORC), developed by the researcher that was duly validated with stability values
of 0.67 and 0.76 using test re-test method. Mean and standard deviation were used to answer the research questions and the
hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). Results got indicated that the
students taught using RPTC performed significantly better than those taught with conventional method both in post-test and
delayed post-test (Follow-up). The results also showed that there was no significant difference in the reading comprehension
performance of the male and female students taught reading comprehension using RPTC. It was concluded that using RPTC
in teaching reading comprehension improves students’ reading ability irrespective of gender. Based on the findings,
discussions and recommendations were made. One of the recommendations was that students with reading disability should
be proactively encouraged by teachers, school counsellors and or psychologists to learn to use the skills in RPTC techniques
in reading to minimize their reading disability that negatively affect their performances in school subjects.
Keywords - English language, students with reading disability, RPTC technique and counselling.
Type : Research paper
Published : Volume-4,Issue-11
DOIONLINE NO - IJMAS-IRAJ-DOIONLINE-14364
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Published on 2019-02-04 |
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